Specific+School+Issues+and+Perspectives

Are the accountability systems present in the reauthorization of IDEA, mainly the end of the year assessments, called the SOL's, the most appropriate method of measurement of progress for special education students? Are there other more beneficial methods of measuring adequate yearly progress and growth other than standardized testing?
 * Statement of Problem**

link to video link to video
 * CheatingScandal at William Fleming**
 * William Fleming's SOL Scandal Deepens**


 * Virginia Assessments**
 * Standards of Learning (SOLs) - []
 * SOLs with testing accommodations - @http://webcache.googleusercontent.com/search?q=cache:BRJoPbdBeawJ:www.vatd.org/VATDAccommPres10-27-06.ppt+va+sols+with+accommodations&cd=2&hl=en&ct=clnk&gl=us
 * VGLA (Virginia Grade Level Assessment) - unable to demonstrate knowledge/skill on multiple-choice test - []
 * VGLA is going out in increments - after 2011 no more Math, after 2012 no more English, and Social Studies will follow
 * IDEIA - alternate assessments
 * VAAP (Virginia Alternate Assessment Program) - []
 * VSEP (Virginia Substitute Evaluation Program) - HS credit only - portfolio
 * []
 * VMAST (Virginia Modified Achievement Standards Test) - []
 * VMAST is being field tested in 2011; scheduled to be in full swing in 2012


 * Interviews with:**
 * Lori Wallace & Robin Pillis, Special Education Department Co-Chairs, Andrew Lewis Middle School, Salem, VA
 * Dr. Joseph Coleman, Director of Technology and Testing, Salem City Schools, Salem, VA

Standards are understandable in that you do not want special education children left behind, but should special education students be expected to achieve as much as non-handicapped students? A better measure of assessment for students with disabilities would be the growth model where you could see individual improvement/growth over a period of time.

Special education children have difficulty making connections with things. Although VGLA is a portfolio assessment, and it is being done away with, portfolios have been used for many years in business and in career and technical education. Done appropriately this the best way to assess achievement. Assessments would be done periodically through the year, with a final accounting being whether there has been specific growth made through the school year.

Giving one test in one day is not the most desirable for special education students. Students with disabilities struggle due to troubles with retention and being overwhelmed with task demands. For many special education students, just taking a multiple choice test does not demonstrate their knowledge/understanding of ideas and concepts. If they are given a chance to explain or demonstrate through hands on activities, you will find that they do have a greater understanding than indicated by the multiple choice test. If there were quarterly assessments, standardized (state or local) that would demonstrate acquisition of knowledge periodically, it would be easier to go back to provide remediation or reteach these specific areas. Many special education students have to have every piece in place before they can move on to other concepts; whereas regular education students can move on to other topics without a complete mastery and still be successful.


 * Some specific school issues and perspectives affecting assessment:**
 * Scheduling of collaborative teachers with special education teachers. Due to scheduling, regular education teachers and special education teachers who work together collaboratively, often do not have any common time during the day in which to talk and/or plan. Special education teachers are often multi-grade level, along with being assigned multiple classes (English, World Geography, Math, etc.). Departmentalization of special education teachers would be helpful in alleviating these issues.
 * Planning time. As indicated above, there is often no common time during the day for special education teachers to work with their collaborative regular education teachers.
 * Communication between regular education teachers, special education teachers, administrators, and guidance. Information often times does not get to all of the appropriate people in a timely manner.
 * Common bell schedule. There are 3 bell schedules at Andrew Lewis Middle School, one for each grade level. Special education teachers who are assigned to multiple grade levels often have difficulties attending meetings or scheduling meetings that will accommodate both the regular education teachers and their schedule. A common bell schedule would allow for cross grade level coverage, easier access to special education students on their caseloads, and for scheduling of IEP meetings.
 * Scheduling of special education teachers for collaboration, pull-out, special education resource/study hall, and case managers. Case manager has to have specific endorsements based on students identified disability. Scheduling of case managers should be done carefully, considering endorsements, collaborative classes, and other scheduling assignments.
 * Administration of alternative assessments. There is some confusion over who is responsible for the administration and record keeping for alternative assessments, the regular education teacher, the special education teacher, or a combination of the two.
 * SOLs with accommodations. Staff availability for test administration is an issue with respect to testing; i.e. small groups, read alouds, etc. as special education teachers are assigned to collaborative classes simultaneously.
 * School divisions are responsible for putting together and grading their own VGLA notebooks. Each of these is a major time consuming task. Some teachers believe that these alternative assessments are being used to boost SOL data rather than help the individual students.
 * Co-teaching. All students identified for services should have a staff member in class that monitors to ensure that IEP goals are being addressed and met. When aides are in the class, they need to be communicating on a daily basis with the special education case manager about the students' progression in the subject matter.
 * Use of technology for assessments. Technology use by both students and teachers should be encouraged. All collaborative partners should be encouraged to continue to find the best way to evaluate and assess their students with disabilities and to share with other faculty members so that they can incorporate technology into their lessons. Technology improves teaching/learning by:
 * making it more interactive
 * engaging learners
 * individualizing the assignment/experience
 * encouraging and enabling students to take more responsibility for their learning
 * fostering teachers to become facilitators
 * helping address the needs of various learning styles
 * providing real world experiences
 * incorporating project based learning
 * promoting 21st Century skills, including collaboration and creativity
 * promoting higher-order thinking, including analysis, and problem solving
 * promoting differentiation
 * facilitating distribution of information, including administrators, teachers, parents, students, and community members.

EDEL 635 Dayna Wells